Panorama of Brazilian Researches in Education with Phenomenology (2001-2020)

Abstract

Phenomenology proposes to Education the rescue of its own sense of being as an inves-tigative scope. From this point of view, we can find several researches that use Phenomenology as a method, epistemology, attitude, and/or interpretative nature of experiences in the field of Education. This article presents an overview of this Brazilian research in Education with Phenomenology from the first twenty years of the twenty-first century - from the following guiding question: What are the main characteristics of the set of Brazilian researches in Education with Phenomenology published in Brazil? Therefore, it questions the publications in their quantity, frequency, origin, authorship, study proposals, research object, and their significant correlations. To this end, the data were extracted from articles, dissertations and theses, collected from search bases and portals. The data organization and analysis were performed with the support of Microsoft Excel software, and the results were quanti-tatively approached and demonstrated with Descriptive Statistics, to compose the representation of the set of publications. To apprehend the configuration of the publications of this theme is of utmost importance to understand the status quo of research in education with Phenomenology and to situate new research that is organized with this method/epistemology. The results showed that 2017 and 2018 were the years in which this theme was most published; the subjects most used in the research were body and ‘teacher training’; other research areas are associated with education, such as health, geography, physical education, philosophy, art and culture; and, the southeast is the region of Brazil that most published research in Education with Phenomenology.